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Found 3 results

  1. My just turn eight boy has sensory (hypersensitivity) issues since birth. Food textures, clothes texture, ambiance all affects him more than my younger who is hypersensitive mainly to sound. He goes in a long meltdown. Unstructured stuff/activities gets him overexcited too. The only "problem" we have is that when he is overexcited/overwhelmed, he would flap his hand and legs uncontrollably in a asynchronous and jerky fashion, and his mouth would be open in a howling kind of fashion but without sound. He has done that since he was a toddler. Now that he is 8, big for his age and in 3rd grade, we do get weird looks in public. Wondering what this is called and do we need to get an evaluation for him? Also is there any theraphy that might help? ETA: Found this checklist (PDF form, 8 pages) from spdparentzone that was easier for me and hubby to read. He is in a virtual academy (public) now and was in a B&M school for K and 1. ETA: The reason we are worried about evaluation and theraphy is because I can't drive (visual impairment). Hubby is worried that if we do the evaluation and could not follow up with the suggested/recommended behaviour theraphy, than it would be a "black mark" on his school and health records. If we can avoid a private evaluation than that would eliminate the worry about records. The other reason is that he has been able to self moderate as he gets older. So the incidents are getting less and less. So the urgency is not there at the moment. We are still keeping a lookout as Lucile Packard Children's Hospital is near us and they have studies from time to time.
  2. I'm not sure if this should be directed to this Board or the general forum. Our daughter does have a special need (vision) and also is very sensory seeking and impulsive. But this is such a behavior question. Maybe I'll post it in both. :) Daughter is 4, and in preschool right now (we are also homeschooling her part time). She is very bright. But overactive (constantly moving, talking, etc.) and impulsive (we're following up on that now). AND she is constantly (and I mean constantly) testing boundaries and pushing buttons. Everyone has picked up on the needing to learn boundaries, even when she was 2 and doing testing before entering SN preschool. She is charming and likes people. And everybody likes her. But if you ask her to do something, she'll ask why. And then inch forward and try not to do it. Or if you do need to give her a time out (which happened again tonight, just 4 min on step for her) she'll say "no and I don't want to!' until you suggest if she doesn't go she'll not get any treats tonight. THAT is what seems to work, although I really hate to coerce. She also sometimes touches others when she knows not to. She does have to get very close b/c of vision, but teacher says she also likes to do it maybe to get a reaction. Can anyone share their thoughts as to why the constant testing of boundaries? I mean, we are making clearer boundaries for her and trying to be absolutely consistent. But why the constant pushing? I think she really does want to be good but just can't help it to a certain extent. I did hear that a good way to deal is the "highway patrol" -- greet cordially, state the offense impartially along with the consequence, and keep cool and polite. (i.e., "Morning m'am, you were going 20 mph over the speed limit. The penalty for this is $60. Thank you and have a nice day." -- translated to Mommy speak with love, of course.) Any thoughts/suggestions? Ideas on how to handle? What to expect when she gets over 4? Amy
  3. Our DS is 9 and has ADD (no hyperactivity, just difficulty with focus). He also has sensory issues, and so has OT exercises to help with sensory things such as difficulty w/background noise. I saw on another post a mention of cardio exercise at the beginning of the day as being very helpful for ADD. Is this typical? We really don't know at this point what is sensory and how much is ADD; he also had an auditory processing eval and there are some differences there (difficulty with auditory memory). His ADHD-Inattentive was diagnosed just on a parent-teacher eval so far. Last year when he was still in school they also noticed up days and down days in regard to focus (we are HSing now). I was wondering how much exercise to try to incorporate into his daily routine and how much help we might expect. We aren't totally against meds but would like to explore other methods and accommodations first. (This is one reason we pulled him from school, they just weren't doing that--I guess they would have if we'd waited until he fell way behind.) Any advice/suggestions would be much welcomed. Amy
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